Pre-Service Teachers’ Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors’ of Colleges of Education in Ghana

The study aimed at exploring the perceptions tutors in Colleges of Education have on how the Colleges of Education Curriculum adequately prepare pre-service teachers to enable them identify and assess children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted and the purposive sampling technique used to select three of the ten regions of the country. Out of the three regions, 13 Colleges of Education were purposively selected and the convenience sampling technique used to select 235 tutors. Percentages and frequencies were used as statistical tools to analyse the research data generated from questionnaire instrument. The findings revealed that 119(53.36%) of the respondents agreed that the curriculum enables pre-service teachers to identify various categories of children. Respondents who agreed that the curriculum teaches pre-service teachers how to screen were 73(32.74%), while 86(38.57%) agreed that the curriculum teaches pre-service teachers how to seek for parental consent before referral. Only 13(5.83%) agreed that the curriculum exposes pre-service teachers to the various assessment centres in Ghana where children who are suspected to have disabilities can be referred to. There were 44(19.73%) who agreed with the statement that the curriculum enables pre-service teachers to develop Individualised Education Programme for children with special educational needs and disabilities. On the basis of the findings, some recommendations were made for tutors of the Colleges of Education to clarify identification and assessment procedures to pre-service teachers when teaching. This will prepare them for inclusive education in the country. Keywords: Identification and assessment, Pre-service teachers. Tutors, Inclusive education, Ghan

Teachers’ perceptions about the effects of children’s experiences of learning on their later emotional and social development

It is generally believed that children’s success in grappling effectively with emotional and social challenges in later years largely depends on their childhood experiences. Using a mixed-methods approach, this study explored the perceptions that teachers in a primary school in Ghana held about this belief. Data was collected using a questionnaire and interviews. Sixty teachers voluntarily participated in the study. The study found, among other things, that the ability of a child to cope with emotional and social challenges in later years depends on teachers’ attitudes in terms of their commitment, sensitivity to the child’s needs, and ability to structure the teaching and learning environment. Based on the fi ndings, the study recommends that in making placement decisions in primary schools, educational departments should place emphasis on teachers’ commitment to children’s development.Proceedings of the 5th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Nairobi, Nairobi, Kenya, 30 July - 1 August 2013

Guidance and counselling for pupils with special educational needs in Accra, Ghana: implications for inclusive education

Pupils with special educational needs require guidance and counselling services to overcome their social and psychological challenges. The study explored available guidance and counselling services in three special schools in Ghana. The concurrent triangulation mixedmethod design was used. The samples of pupils (88) and staff (3), comprising administrators and guidance and counselling coordinators were purposively selected for the study. Data were collected with a questionnaire and an interview guide. Quantitative data was analysed using descriptive statistics, specifically, frequencies and percentages while in the qualitative analysis, the thematic approach was used. The importance of guidance services was prevalent. The facility enabled discussions regarding pupils’ educational goal construction, career plan development and solving relationship problems among pupils, their staff and parents. Regional Education officers were subsequently recommended to liaise with their counterparts at the Guidance and Counselling and Special Education Regional offices to monitor special schools, which will enable them to ensure widened service access and effective implementation

The Role of Permissive and Neglectful Parenting Style in Determining the Academic Performance of Adolescents in the Senior High Schools in the Birim Municipality

The purpose of the study was to examine the impact of parenting styles on the academic performance of adolescents in the senior high school of Birim Central Municipality in Ghana. To accomplish this, a descriptive survey research design procedure using a quantitative approach was employed. A sample size of 317 respondents were used for the study. Questionnaire was used to obtain data from the respondents. The data was analysed using inferential statistics (multiple regression and Pearson Product Moment Correlation). The study revealed that generally, the academic performance of adolescents in the third year in the Senior High School of Birim Central Municipality in Ghana was greatly influenced by the type of parenting style the parents adopt. However, the findings from study suggest that differences in academic performances of students in the study area were as a result of the variations in parenting styles used by parents.  Overall, authoritarian parenting style was found to have a more significant effect on students’ academic performance than other parenting style. Additionally, students from authoritarian homes were found to perform better than the others from other parenting homes. It was therefore, recommended that there should be awareness of parenting styles and their dimensions of parenting by the Municipal Assembly, Ghana Education Service, the Parent Teacher Associations within the Senior High Schools, the Clergy and the Media within the Birim Central Municipality in Ghana. This will help parents to adopt the right parenting style and it dimensions. Keywords: Parenting, Permissive, Neglectful, Parents, Adolescen

Technology Use Among Ghanaian Junior High School Mathematics Teachers in the Ahafo – Ano South District

The study sought to investigate technology use among Ghanaian Junior High School mathematics teachers in the Ahafo-Ano South District of Ghana. Descriptive survey (cross-sectional survey) design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all JHS mathematics teachers in Ahafo-Ano South District, Ashanti region. A stratified sampling technique was used to select 60 JHS mathematics teachers from rural, peri-urban and urban schools in the district. The findings revealed that mathematics teachers technology use in teaching Mathematics at the Junior High School level in the district was low (2.048 ± .85388). These technologies were grouped into manipulatives, digital/computer-based and audio-visual technologies. The results established that most of the teachers used manipulates in teaching Mathematics (3.120 ± 1.063). On the contrary, the results also showed that digital/computer-based technologies such as virtual protractors, calculators, geometry pad, stepping stones 2.0 comprehensive mathematics and computer game programs such as Globaloria etc., were never used by mathematics teachers in the district (1.621 ± .840). Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ± .712)

Firm-level political risk and corporate leverage decisions

Peer reviewe

Effect of repeated reading on the reading ability of children with reading difficulties

Utilising the quasi-experimental research design, the study investigated the effect of repeated reading on the reading ability of children with reading difficulties. Simple random and purposive sampling techniques were used to select 22 Basic Three children for the study. The experimental group comprised 12 children while the control group had 10. Running record was used for the data collection. The study revealed that Repeated Reading (RR) is an effective and significant approach that can be used to improve children’s reading abilities. There was a statistically significant difference in the scores of children in the experimental group and children in the control group. The study recommended that school heads, administrators and teachers should make a conscious effort to screen pupils in primary three to ascertain their reading abilities. Ministry of Education (MOE) in collaboration with school heads should provide in-service training for teachers to enable them acquire the requisite skills and strategies to teach pupils who face reading challenges

Leverage and performance : do size and crisis matter?

Peer reviewedPostprin

Cultural Profile as Determinant of Work Outcomes in a Collectivist Context

Extant research evidence shows that interpersonal bonds—the bond to the immediate supervisor and work team—have an incremental predictive effect in western settings, neglecting emerging economic and cultural environments. This study, thus, examines the impact of cultural profiles on interpersonal bonds and related performance in an emerging market context. Specifically, the study examines the emergence of profiles based on micro-level psychological collectivism (individualism) and power distance orientations. The study further examines the effect of the emerged profiles on interpersonal bonds and the performance of activities related to the targets of the bonds. A survey questionnaire was used to collect data from 148 multiple public and private organizations of varied industries (banking, manufacturing, education, and local government) in an emerging market. Using the MANOVA analytic procedure, the study finds that the supervisor-oriented and team-involved profile rather than the team-alienated profile demonstrates a significantly higher level of work outcomes involving interpersonal commitment to the supervisor and substantially higher task performance. The outcome suggests that power distance cultural value may have a negative psychological effect while collectivism has a positive psychological effect on work outcomes in this context. The implication of the outcome for theory and policy in the collectivist context is discussed

Thyroid scintigraphy in the management of benign thyroid disease

Thyrotoxicosis as a clinical entity has varied aetiologies. Accurate distinction of the underlying aetiology is important to guide therapy. Clinical findings are not always accurate in identifying the underlying aetiology. There is considerable overlap between the various aetiologies when using serum T3/T4 ratio. Although ultrasound is widely available and has reasonable sensitivity, it is operator dependent and misses many cases of early Grave's disease. 99mTc scintigraphy is a simple and accurate modality for assessing the functional status of the thyroid gland and delineating the aetiology of thyrotoxicosis. This paper seeks to inform on the use of thyroid scintigraphy in the management of benign thyroid disorders. Funding: None Keywords: Scintigraphy, thyroid gland, functional imaging, Grave’s disease, Ghan